This booklet will help educators review, develop, and improve fundamental components of K-12 social studies programs. It is designed as a planning and implementation guide for social studies in Wisconsin. First, ways are suggested in which educators can define the purpose of their social studies programs and decide how to balance skills and subject matter components. A matrix is provided on which skills and grade level presentation can be outlined. Then a historical section traces social studies curriculum development from the 17th century through "the new social studies" to current concerns such as relevance to student needs. Next the nature of an ideal social studies program is discussed. The program is classified into three knowledge perspectives: disciplines, processes, and values; comparative; and topical. The comparative perspective considers the knowledge of time, space, and culture. The topical perspective considers knowledge of self-awareness and social awareness. Five models for scope and sequence format for elementary and secondary levels are presented. These involve expansion of students' knowledge from family and local levels to national and global awareness. Specific recommendations for Wisconsin social studies are listed in terms of curriculum and instructional development, instructional organization and resources, and evaluation. Final sections explain how to implement and evaluate new programs at the local level. Appendices contain Wisconsin's general educational goals and its elementary sequence model. (AV)

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